“ Our children are lagging NOT because
of ability, but because of lack of
engagement and purpose.”
Holly Clark, Director English/Language Arts, Rochester NY
“When All Means All”
A Rigorous Curriculum for Pre-AP® & College
Readiness
2
Nancy Potter
npotter@collegeboard.org
K-12
Educational Manager
Western Regional Office
866 392 4078 x 1454
425 643 7989
206-719-5820 cell
Feel free to CONTACT me
Our College Readiness Goals Are Driven By
The College Board’s Mission
College Board Mission
Connect Students
To College Success
Students must be
“college ready”
when they graduate
from high school in order
to be successful in
college.
College Readiness
Students are college ready
when they have the
• knowledge,
• skills and
• behaviors
to complete a college course
of study successfully,
without remediation.
College Readiness
System
An integrated array of
1. Strategies,
2. Programs, and
3. Resources
implemented by schools
and districts to dramatically
increase the number and
diversity of students who
graduate prepared for
success in college.
What must districts do to ensure more students are college ready?
Establish a curriculum based on
college readiness standards
Measure achievement
and
monitor progress
1
2
3 4
Ensure participation
and success in rigorous
academic courses
Guide college,
career and
financial planning
5
College Board Programs - the Foundation of the College Readiness System
Establish Curriculum
Ensure Participation
6
7
Measure Achievement
8
9
Guide Planning
10
11
Online College Planning Resources
CollegeEd
®
– College Planning Publications
SAT Readiness
ReadiStep™
®
PSAT/NMSQT
®
AP Potential
®
SAT
AP
®
Exams
®
Pre-AP Professional Development
SpringBoard
®
Formative Assessments
Professional Development
Rigorous Curriculum
College Board Standards for College Success
Professional Development
Courses
12
6
What challenges do educators face
today?
• Closing the achievement gap
among AYP subgroups
• Increasing the graduation rate
• Increasing enrollment and
diversity in AP® courses
• Providing academic rigor &
challenge for ALL students
• Empowering teachers with
tools to improve instructional
practice.
7
What are the harsh realities?
• Graduation, Drop Out Rates are
unacceptable, particularly among minority
and low socioeconomic students
• AP® enrollments are growing
but exam scores
of 1 are growing as well
• 28% of all college freshmen
are enrolled in
remedial courses
8
Source: U.S. Department of Commerce, Bureau of the Census. March Current Population Surveys, 19712001, In The Condition of Education, 2002.
The Challenge
33 obtain at least a bachelor’s degree
93 graduate from high school
EdTrust, 2005
9
Recent research finds that success
on AP® exams has a dramatic impact
Students taking
AP® courses are
more likely to
graduate from
college in four
years or less
Source: Camara, Wayne. College Persistence, Graduation, and Remediation
Source: Dougherty, Mellor, Shuling. The Relationship between Advanced Placement and College Graduation
10
Impact of AP® students with a score of 3+ on 5-year
college graduation rates
Comparisons made among students with the same abilities and
backgrounds (test scores, family income, school poverty index)
Student Group
AP® Exam Grade of 3, 4, 5
African-American
28% higher
Hispanic
28% higher
White
33% higher
Low-Income
26% higher
Not Low-Income
34% higher
Source: Camara, Wayne. College Persistence, Graduation, and Remediation
Source: Dougherty, Mellor, Shuling. The Relationship between Advanced Placement and College Graduation
11
12
Rigorous Curriculum: The single most
significant predictor of college success
According to NACAC:
The rigor of the curriculum
is the most significant predictor of
academic success and post
secondary education completion.
Source: Adelman, Clifford. (2006). “The Toolbox Revisited – Paths to Degree Completion from High School
Through College.” Washington, DC: US Department of Education
.
What is SpringBoard?
An instructional program designed to:
 Increase the rigor of English /Language Arts & Math
curriculum in middle and high school
Prepare students for the demands of rigorous AP
courses, college courses and other post-secondary
experiences
Provide a model instructional framework that aligns
curriculum, instruction, assessment and staff
development
14
What makes SpringBoard a rigorous
curriculum?
• SpringBoard is based on the College Board Standards for
College Success
• College Board Standards
MEET and EXCEED
state standards
• Curriculum, backmapped from
College Board Standards provides:
• Knowledge & skills
essential for entry-level college
courses
• Higher order, critical thinking skills
• Deeper understandings
• Advanced vocabulary
• Culturally relevant activities
• Learning Strategies to support all learners
What makes Rigor attainable for
ALL Students?
1.
Collaborative Instruction - Students Share & Celebrate Ideas
•
Rich Interaction with Text, Peers & Teachers
2. Culturally Relevant Activities – engage and inspire critical thinking
•
•
Contemporary to Classic text
Real world context for math
3. Students Take Ownership of their Learning via…
•
•
Identification of “Learning strategies” that work best for them
“Student Reflections” at the end of lessons
4. Performance Based Assessments
5. Rigor – challenges students
to think critically!
15
Ongoing Professional Development
Builds Capacity
All Teachers
•
•
•
•
•
•
4 Day Teacher Institutes – Year 1
2 Day Advance Training – Years 2 & 3
Jump Start Training (new teachers)
Online Tutorials
Cognitive Coaching
Train the Trainer
Ongoing Professional Development - Built into the program
(Teaching Strategies, Teacher Reflections, …)
Administrators
Administrator Workshops
Classroom Observation Tools
Program Implementation Guide & Checklist
3-5 Year District Implementation Plans
An Online Professional Learning Community Teacher-to-Teacher
Support & Sharing
18
Online teaching resources
• Correlations to state standards
& textbook programs
• Printable teacher & student
pages
• Additional literature selections &
links to multimedia resources
• Online professional learning
community
19
SpringBoard® includes a variety of
assessment options
• Performance Based Assessments
– Embedded Assessments
– Scoring criteria
• Formative Assessments
– Sequenced and customized diagnostic assessments
– Online student, class and school reports
• Portfolios & Writing Prompts
• Student & Teacher Reflections
21
22
Program components at a glance
• Student Editions
• Teacher Editions
Mathematics
Grades 6-12
• Online Resources including…
• Middle School Math I
• Middle School Math II
- Assessment & Reporting
- Correlations to Standards
• Sustained Professional Development
• Middle School Math III
• Algebra I
• Geometry
• Algebra II
• Pre-Calculus & Statistics
English / Language Arts
Grades 6-12
• Grade 6 - Level I
• Grade 7 - Level II
• Grade 8 - Level III
• Grade 9 - Level IV
• Grade 10 - Level V
• Grade 11 - Level VI
• Grade 12 - Senior English
23
What makes SpringBoard®
unique for teachers?
• Understanding by Design: Starting with the End in Mind
• Embedded assessments inform instruction
• Teaching Strategies, not “scripted” lessons
• Proven effective
• Prepares students for AP course expectations
• Examples include
• Socratic Seminars
• TP-CASTT
• SOAPStone
• Flexibility to combine with other resources
• Rich Professional Development
24
Assessment options inform
instruction
• Embedded Assessment
• Performance-based activities in every
unit to monitor progress
•Diagnostic Assessments
• Baseline grade level tests
• Unit tests customized to fit teaching
needs
• Offered online or bubble sheets
25
What does a SpringBoard® class look
like?
26
27
Performanced based
assessments
28
Level One, Unit 2;
SpringBoard® English Textual Power
29
30
• What they don’t understand about birthdays and
what they never tell you is that when you’re
eleven, you’re also ten, and nine, and eight, and
seven, and six, and five, and four, and three, and
two, and one. And when you wake up on your
eleventh birthday you expect to feel eleven, but
you don’t. You open your eyes and everything’s
just like yesterday, only it’s today. And you don’t
feel eleven at all. You feel like you’re still ten. And
you are—underneath the year that makes you
eleven.
• Like some days you might say something stupid,
and that’s the part of you that’s still ten. Or maybe
some days you might need to sit on your mama’s
lap because you’re scared, and that’s the part of
you that’s five. And maybe one day when you’re all
grown up maybe you will need to cry like if you’re
three, and that’s okay. That’s what I tell Mama
when she’s sad and needs to cry. Maybe she’s
feeling three.
Because the way you grow old is kind of like an
onion or like the rings inside a tree trunk or like my
little wooden dolls that fit one inside the other, each
year inside the next one. That’s how being eleven
years old is.
31
32
• You don’t feel eleven. Not right away. It takes a few
days, weeks even, sometimes even months before
you say Eleven when they ask you. And you don’t
feel smart eleven, not until you’re almost twelve.
That’s the way it is.
Only today I wish I didn’t have only eleven years
rattling inside me like pennies in a tin Band-Aid
box. Today I wish I was one hundred and two
instead of eleven because if I was one hundred
and two I’d have known what to say when Mrs.
Price put the red sweater on my desk. I would’ve
known how to tell her it wasn’t mine instead of just
sitting there with that look on my face and nothing
coming out of my mouth.
• “Whose is this?” Mrs. Price says, and she holds
the red sweater up in the air for all the class to
see.“Whose? It’s been sitting in the coatroom for a
month.”
“Not mine,” says everybody. “Not me.”
“It has to belong to somebody,” Mrs. Price keeps
saying, but nobody can remember. It’s an ugly
sweater with red plastic buttons and a collar and
sleeves all stretched out like you could use it for a
jump rope. It’s maybe a thousand years old and
even if it belonged to me I wouldn’t say so.
33
• Maybe because I’m skinny, maybe because she
doesn’t like me, that stupid Sylvia Saldivar says, “I
think it belongs to Rachel.” An ugly sweater like
that all raggedy and old, but Mrs. Price believes
her. Mrs. Price takes the sweater and puts it right
on my desk, but when I open my mouth nothing
comes out.
…“That’s not, I don’t, you’re not…Not mine.” I
finally say in a little voice that was maybe me when
I was four.
“Of course it’s yours,” Mrs. Price says. “ I
remember you wearing it once.” Because she’s
older and the teacher, she’s right and I’m not.
34
• Not mine, not mine, not mine, but Mrs. Price is
already turning to page thirty-two, and math
problem number four. I don’t know why but all of a
sudden I’m feeling sick inside, like the part of me
that’s three wants to come out of my eyes, only I
squeeze them shut tight and bite down on my teeth
real hard and try to remember today I am eleven,
eleven. Mama is making a cake for me for tonight,
and when Papa comes home everybody will sing
Happy birthday, happy birthday to you.
35
• But when the sick feeling goes away and I open
my eyes, the red sweater’s still sitting there like a
big red mountain. I move the red sweater to the
corner of my desk with my ruler. I move my pencil
and books and eraser as far from it as possible. I
even move my chair a little to the right. Not mine,
not mine, not mine. In my head I’m thinking how
long till lunchtime, how long till I can take the red
sweater and throw it over the schoolyard fence, or
leave it hanging on a parking meter, or bunch it up
into a little ball and toss it in the alley. Except when
math period ends Mrs. Price says loud and in front
of everybody, “Now, Rachel, that’s enough,”
36
• because she sees I’ve shoved the red sweater to
the tippy-tip corner of my desk and it’s hanging all
over the edge like a waterfall, but I don’t care.
“Rachel, ”Mrs. Price says. She says it like she’s
getting mad. “You put that sweater on right now
and no more nonsense.”
“But it’s not –“
“Now!” Mrs. Price says.
This is when I wish I wasn’t eleven because all
the years inside of me—ten, nine, eight, seven, six,
five, four, three, two, and one—are pushing at the
back of my eyes when I put one arm through one
sleeve of the sweater that smells like cottage
cheese, and then the other arm through the other
37
• and stand there with my arms apart like if the
sweater hurts me and it does, all itchy and full of
germs that aren’t even mine.
That’s when everything I’ve been holding in since
this morning, since when Mrs. Price put the
sweater on my desk, finally lets go, and all of a
sudden I’m crying in front of everybody. I wish I
was invisible but I’m not. I’m eleven and it’s my
birthday today and I’m crying like I’m three in front
of everybody. I put my head down on the desk and
bury my face in my stupid clown-sweater arms. My
face all hot and spit coming out of my mouth
because I can’t stop the little animal noises from
coming out of me until there aren’t any more tears
38
• left in my eyes, and it’s just my body shaking like
when you have the hiccups, and my whole head
hurts like when you drink milk too fast.
• But the worst part is right before the bell rings for
lunch. That stupid Phyllis Lopez, who is even
dumber than Sylvia Saldivar, says she remembers
the red sweater is hers. I take it off right away and
give it to her, only Mrs. Price pretends like
everything’s okay.
39
• Today I’m eleven. There’s a cake Mama’s making
for tonight and when Papa comes home from work
we’ll eat it. There’ll be candles and presents and
everybody will sing Happy birthday, happy birthday
to you, Rachel, only it’s too late.
I’m eleven today. I’m eleven, ten, nine, eight,
seven, six, five, four, three, two, and one, but I
wish I was one hundred and two. I wish I was
anything but eleven. Because I want today to be
far away already, far away like a runaway balloon,
like a tiny o in the sky, so tiny—tiny you have to
close your eyes to see it.
40
• 1995 AP® English Literature and Composition
Examination, Free Response Question
Read the following short story carefully. Then write
an essay analyzing how the author, Sandra
Cisneros, uses literary techniques to characterize
Rachel.
41
42
What does a SpringBoard® class look
like?
Example from Algebra I
AP Connection
Explicit Pre-AP Strategies;
higher order thinking
skills necessary to be
successful in an AP
classroom.
Academic Vocabulary
Suggestions for how to best
incorporate the key terms in
this unit.
Embedded Assessments
Allows teachers to backmap instruction by
showing the knowledge
and skills assessed at the
end of unit.
Suggested Pacing
Time frames for teaching a 45
minute or 90 minute period.
Includes space for teacher
feedback and customization.
Unit Practice
Practice problems available for
each activity in the unit.
Standardized Test Practice
Problem-Sets designed to accustom students to type and format of questions found on State and National tests.
Unit Overview
Helps Students
connect
knowledge across
units.
Essential Questions
Focuses students’
attention on the “big
ideas” in the unit.
Academic Vocabulary
Acquaint students with the
math terms in the unit.
Embedded Assessments
Alerts students to scaffolding of skills leading to
an end-of-unit assessment.
GETTING READY
Assesses pre-requisite skills required for the unit.
Pre-Assessment
Informal tool to adjust instructional pace and
identify additional scaffolding required for some
students.
Suggested Answers in side margin.
CONNECT TO SCIENCE
Helps Students ties a math context to their other
subject areas.
Planning the
Activity
SUGGESTED
LEARNING
STRATEGIES
Teaching tips at a
glance.
Students select from
Strategies most
appropriate for items
on the page.
Suggested Answers highlighted
on the reduced student page
within the TE.
READING MATH
Tips to help students better
comprehend the problems.
Teacher Perspectives
Suggested teaching strategy and a real
SpringBoard teacher's perspective on
background knowledge for this activity.
AP Connection
Prompts teachers to connect this
content to key AP concepts
(example: case-velocity vs.
speed).
Three Types of Activities
Activities may be:
•Guided
•Directed
•Investigative
Introduction
A teacher perspective to introduce a multi-page
activity focused on graphing linear inequalities.
TEACHER TO TEACHER
Tips from master teachers
related to content of this
activity. Alerts teachers to
possible student
misconceptions.
ACADEMIC VOCABULARY Highlights key math
terms in the student text and defines the term.
TRY THESE
Students are given an example which is followed
by practice exercises.
TECHNOLOGY TIPS
Indicates when using
technology can be useful.
Provide teachers with additional
lessons that can enhance each activity.
Differentiating Instruction
A variety of student needs are
addressed as appropriate for the
demands of the activity.
CHECK YOUR
UNDERSTANDING
Suggested answers and
sample explanations.
Allow teachers to know
if students have
mastered key concepts
of each activity.
MATHEMATICAL REFLECTION
Students reflect on what they learned
from the activity.
Embedded Assessments
Performance-based
assessments, done
independently, require students
to transfer knowledge to a new
situation.
Differentiating
Instruction
Back-Mapping Activities 3.1 to
3.3 ensures all students are
prepared for the assessment.
Suggestions for adjusting
instruction for students
who may have difficulty
reading the assessment.
Embedded Assessment
2-3 per Unit
Scoring Rubric
Clearly spells out expectations for
student performance. Assesses math
knowledge and NCTM Process
standards.
Student Reflection
Prompts deep-thinking
about what they learned
and “Next Steps”.
Unit Reflection
Students return to the
Essential Questions
and Academic
Vocabulary introduced
at the start of the Unit.
Self-Evaluation
Students express their
understanding of each
concept and strategies
that were helpful to
them.
Unit Practice
Additional practice for
students needing to further
refine their skills before
moving on.
Activity
Related practice targets
specific concepts and
skills.
57
Conley, David. College
Knowledge. Page 54-55
• “An entire school can calibrate its
curriculum to a common and
appropriate standard of college
readiness.”
• “SpringBoard ensures that the key
components for college success, such
as writing and reasoning are being
developed systemically in all courses.”
58
Why did Orange County choose
SpringBoard?
“We
chose SpringBoard to
include more students in
advanced courses. Our goal was
to provide the opportunity for
more students to participate
and succeed in higher level
courses.”
Dianne Lovett
Director, Advanced Studies
Orange County, Florida
59
Orange County, FL: SpringBoard students
outperform non-SpringBoard students in
reading and math
FCAT Reading Proficiency Gains Comparisons
20
18
16
14
Increase in the 12
Percent
10
Proficient
8
SB
Non-SB
6
4
2
0
Grade 6
Grade 7
Grade 8
FCAT Mathematics Proficiency Gains Comparisons
• Increases in the
percent of proficient
students at
SpringBoard middle
schools exceeds
proficiency gains at
non-SpringBoard
middle schools
12
10
8
6
Increase in
Percent
Proficient
4
2
SB
Non-SB
0
-2
-4
-6
-8
Grade 6
Grade 7
Grade 8
Data Source: Orange County School
Board
60
Jones High School, FL: Bottom quartile
students make dramatic reading gains on
FCAT
• Dramatic increases in
the percent of students
making yearly learning
gains among bottom
quartile students at
Jones High School
Data Source: Florida Department of Education
School Accountability Report
61
What impact has SpringBoard had in
Hobbs Municipal School District?
“We received an award from the state
this year because of our substantial
gains in test scores last year. And that
was the first year we fully implemented
SpringBoard.”
Joe Loving
Assistant Superintendent
for Secondary Curriculum
Hobbs, New Mexico
62
Hobbs Municipal School District, NM:
ELL and Special Education students
show significant reading gains
• Percent of middle school
students in AYP subgroups
reaching reading proficiency
on state assessment
improves dramatically
Data Source: New Mexico 2006-2007 School
Accountability Report
As an Administrator what should I
know about SpringBoard?
SpringBoard …
 Backmaps the skills & knowledge students need

to succeed in AP courses and in college level
Enables ALL students to access to a Rigorous
Curriculum
 Is a cohesive, vertically articulated

- instructional
framework
Measures student performance – both formative &
summative
 Builds local capacity in Professional Development
63
64
SpringBoard Opens the door
“Students look at rigor as daunting at 1st, but
when given the tools and strategies to achieve
outcomes, they are surprised, proud and expect
more of the same.”
Claudia Thompson, Assistant Superintendent, Learning and Teaching,
Peninsula, WA
for ALL students to reach new
levels of Academic Rigor and
Preparedness for
college and beyond.
65
I saw the angel in the marble and
carved until I set him free.
- Michelangelo
Michelangelo
67 % of young adults said they could have worked harder in high school
NEA Journal Sept. 2005
66
Questions?
866-392-4078
(Toll free)
Nancy Potter
425-643 7989
Cell:
206 719 5820
npotter@collegeboard.org
67
Why did DeKalb County Schools choose
SpringBoard?
“We chose SpringBoard because it is a
reform initiative that emphasizes teacher
training.
In addition, the SpringBoard content
has rigor so we can raise the
expectations for all students. Not
only can we make adequate yearly
progress, we expect all students to go
beyond that.”
Juanita Boatwright
District SpringBoard Coordinator
DeKalb County, Georgia
Where is SpringBoard being used?
68